The articles and comments that appear in this issue were prepared for the symposium at the Yale Law School on the nature and purposes of legal scholarship, a topic whose breadth is reflected both in the diversity of subjects that the authors of the principal articles have chosen to discuss, and in the different points of view—perhaps more accurately, the different moods—that they express. For my part, I wish to address an aspect of legal scholarship that is not emphasized in the symposium articles themselves, but that affects the context in which they must be read. I have in mind the role legal scholarship plays in the process of moral education that forms an indispensable part of the training law students receive. The concept of moral education is somewhat vague, and I will attempt to clarify what I mean by it and to indicate my reasons for thinking that it is so important a part of the instructional program in which the law teacher is engaged. I want to begin, however, with a more mundane observation, an observation that each of the symposium participants makes in one way or another, and that provides the point of departure for any serious reflection on the special qualities of legal scholarship. It is an obvious fact that the legal scholar makes his living as a law teacher, and in his teaching he must, of necessity, take account of the professional nature of his school\u27s educational program. The legal scholar works and teaches in a professional school. What does this mean
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